Argumentation in Whole-Class Teaching and Science Learning
Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence sug - gests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of diff...
Guardat en:
| Publicat a: | Psykhe |
|---|---|
| Autors principals: | , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Pontificia Universidad Católica de Chile
2014
|
| Matèries: | |
| Accés en línia: | https://www.redalyc.org/articulo.oa?id=96732496005 |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|